Educational card game



A. s. PILLANS EDUCATIONAL CARD GAME Filed March 5. 1921 4 m5 b 4 F129 4 ,lool EJe 9| 32 af 2- 2 5/22`2 v8.4a 5 2 8 2 4 A 3|, l Fign.l I| am FiglO. a /l 4 'l2 al 233?, la 8| 2 2.6342936 6 2 4 3 9 2 e 3 .i F1247. ,f ,a Fie-ufff i r A I4 vlA f4 20.02 .25322 a; 2 7 ,a 2 lo '-4 5 7 2 2' lo 2 s 4 3 ,1| 3e h", Nall f. |5s|` Si f 2112 Hf sl s' a 7 2- f l5v s 7 s 'f F' .14. NH913- e 9/'0 7 LA? m# |+5` sf2 l \nvenor.

20?.' 2454 2 +5 '2o ArceSwng Fsllursz 20 A ,20 Anygii Patented Mar. 3, 1925.

UNITED `STATES ALICEy SWING EILLANS, or BERKELEY, CALIFORNIA. Y

EDUCATIONAL CARD GAME.

Application filed March 5, 1921. Serial No. 449,988.

To all whom, 'it may concer/n:

Be it known that I, ALICE SWING PILLANS, a citizen'of the United States, resident of Berkeley, county of Alameda, State of California, have invented an Improvement in Educational Card Games, of which the following description, in connection with the accompanying drawing, is a specification,l

like characters on the drawing representing like parts.

This invention relates to educational card games, and has for its object to provide a novel game of this type which is especially intended for teaching arithmetic to young children.v The game may be used for teaching either addition or subtraction or multiplication or division. vThe same principle is I I will refer to' as combination cards andeach of which has thereon two numbers bearing an arithmetical relation which is expressed by the number on the key card. For instance, if the game is constructed for the purpose of teaching addition, each combination card will have thereon twok numbers the sum of which is'the number on the key card of the correspondingy book, and each book will contain not only the key card with its number, but a plurality of combination cards bearing all the combinations of rtwo numbers Whose sum equals that on the key card. f

Similarly, if the card game is used for teaching multiplication, then the number on each key card will represent a product, and each combination card for each book will have thereon two numbers whose product equals the number on the key card for said book. The complete deck will comprise any desired number of books.

In order to give a better undif-,rstandingY of 'my invention, I have illustrated in the drawings someselected embodiments thereof whichwill -now bedescribed, after which the novel features will be pointed out in the appended claims.

Figs. 1 to -12 inclusive show different books of a set of cards adapted to teach multiplication;

Figs. 13 and 14 show two books of cards adapted to teach addition or subtraction.

As stated above, the complete set'of cards is made up of a'plurality of books, and each book comprises a key card and one or more combination cards. The key cards and combination cards are preferably of different colors, sothat they can lbe readily distinguished from each other.-

In Figs. 1 to 12 the key cards for each book are indicated by 1 and the combination cards by 2. In each ligure I have shown both the front and the back of each key card 1. Referring to Fig. 5, forinstance, the key card 1 hasimprinted on the front face 3 thereof the numeral 10, and this is printed twice in such positions that the card can be read either side up. The rear face et of each key card may have thereon the diiferent'factors of'the number appearing on the face 3 and I will preferably arrange these factors in pairs so that each pair contains two factors, which when multiplied together produce the product represented by the numeral on the face 3 of the card. For example, if the number appearing on the face of the card (which number I will refer to as the product number) is 10 as shown in Fig. 5, then the factors which appear on the back of the card will be 2 and 5 and these factors may be arranged in two groups or appear as follows: and

The number of combination cards in any book is determined by the number of pairs of-factors which can be used in producing the product number on the face of the card. In the example just given, wherein the'product number on the face of the card is 10, there are two pairs of factors, to wit, 2-5, 5-'2 and therefore in a bookin which the key card bears the product number 10 as shown in Fig. 5, there will be two combination cards 2, on one of which will be printed the numbers 2 and 5 with the 2 taking precedence over the 5 and on the other of which will be printed the numbers y 5 and 2 arranged'with the 5 -taking precedence over the 2f The factor numbers on the combination cards may have any suitable arrangement. In the drawings they are shown as being printed one over vthe other, yso that one combination each combination card one of the factor numbers appearing on the face of the card and where this is done' I will preferably place on vthe back of each combination card the particular number on the face of the card which takes precedence.

In Fig. 9 I have shown another bookin which the key card 1 has on its front face the product number 16 and as 16 equals either 2X8 or 8X2 or`4 v 4, hencewin a book kin which the key card bears the number 16 therewill bethree combination cards 2, one bearing the factor numbers 2 and 8 arranged with the number 2 taking precedence, another bearing the factor numbers S and 2 with the number 8 taking precedence and the other bearing the two factorl numbers 4.

`In any book, therefore, there will be as many combination cards as there are combinations of factors, which when multiplied together produce thernumber on the key card. y Y

` In Fig.- 1 where tlre key card bears the numeral 4 there will be only one combination card, that bearing the number 2 twice.

. In F ig. 2 the key card 1 bearsthe number and there will be two combination cards 2', one bearing the numerals 2, 3 and the other bearing the numerals 3, 2

Fig. 3 shows a book in which the key cardy bears the product number 8 In this book there will also be tw'o combination cards 2, one bearing the numerals 2, 4, and the other bearing the numerals 4, 2

In Fig. 4 a book is shown in which the key cardbears the product number 9, and this bookwivll contain a single combination card 2 bearing the numerals 3, 3

InA Fig. 6 a book is shown in which the key card bears the numeral 12 and this book will contain four combinationcards 2, one ofwhich bears the numerals 2, 6, another of which bearsthe numerals 6, 2, another of which bears the numerals 3, 4, and the remaining one of which bears the-numerals 4, 3.

In other figures of the drawings, I have shown books in which the key card bears the numerals, 14., 15, is, 20 and 21, and each book will contain as many combination cards as vthere are combinations of factors, which when multiplied together produce the number on the key card.

The game canbe played in Various ways. One waywould be to distribute the cards l among all the players, and then to take Vall the combination cards for said key cards and shuflie them, andthen deal two, three, or five to each player as desired, the remaining combination cards being placed in a pile face down. Each player may then lay his combination cards on the table in front of him face up. Havingthus dealt the cards. the first player will give quickly the products ofthe two -factors on each ofthe cornbination cards which areface up before him, and the otherA players will watch to sce if thecorrect answers are given. If theplayer gives the wrong answer, any of the other players may call attention to the fact, in which casev the player giving` the. wrong answer will have to pay some prescribed penalty. After 'each player has thus given the product-sof the factors' onY each of his combination cards, then the'first pla-yer lays one of his key cards in the center ofthe table., and the` next player will lay below this product card anycombinatiou cards he may have Ywhich belong to the book including said key card. If the second player has been ableto lay' down any combination card, then he draws another combination card from the stack on the table and exposes it at once` at the same time stating quickly the product of the twofactors. Said second player then lays down one of his key cards and the' third player then places under it any combination cards he may have which be-A long to the book represented by the key card of the second player. The third gplayer may then draw another combination card from the stack, and, then the fourth player takes his turn and plays as above described. After continuous playing, the books will all be matched up.

The above is only one suggestionV as to the manner in which this game might be played, and there are other ways of playing with these cards w'hichwill be equally in; structive for the players. The playing of the` game requires constant metal arithmetical calculations by the players, and in using this game they soon become thoroughly familiar with the multiplication tables.

The samev cards may be used-for teaching the children division by playing in the same way.

In Figs; 13 and 14-,I haveillustratedy two books which are designed for .teaching pupils addition. In these iig-ures, the key cards are indicated at 10-and the combina` tion cardsat 20. Each key card will have thereon a number, and eachv combination card has thereon two numbers, the sum of which equals the number on the key card. Each book will therefore contain as many combination cards as there arecombinationsof two numbers which added together make the number on the key card. In Fig. 13 the key card bears the number 6, and the combination cards bear the legends l plus 5, 2 plus 4 and 3 plus 3.

In Fig. 14 the key card bears the number 7 and there are three combination cards bearing the lines respectively 1 plus 6, 2 plus 5 and 3 plus 4. As the numbers on the key card increase in value, there will, ofcourse, be an increased number of combination cards in the book. The game having cards such as shown in Figs. 13 and 14 may be played as above described, except that theV arithmetical calculations which are made by the players will be either addition or subtraction7 rather than multiplication or division.

When the cards are printed for teaching addition and subtraction I do not regard it as necessary to place any numbers on the back of the key card. I may, however, place on the back of each combination card 20, one of the numbers appearing on the face of the card. These numbers which appear on the back of the card are useful in teaching subtraction, for when the number on the back of any combination card in a book is subtracted from the number on the key card of said book, the result will be the number on the face of said combination card which is nit a duplicate of that on the back of the car The numbers on the back of the combination cards which are imprinted for teaching multiplication may also be used in teaching division, because when the product number on the key card of an book is divided by the number on the bac of any combination card of said book, the quotient will be the number on the face of said combination card which is not a duplicate of that on the back of the card.

I claim.

1. An educational card game comprising a plurality of books of cards, each book being made up of a key card and one or more combination cards, each key card bearing on one face a. number which is the product of two other numbers, and each of the combination cards having thereon two numbers which multiplied together produce the product number on the key card, there being as many combination cards as there are groups of two numbers each multiplied together to produce the product on the key card, said key card also having on the op-y posite face groups of two numbers each which are duplicates of the ,groups on the various combination cards.

2. An educational card game comprising a plurality of books of cards, each book being made up of a key card having a number thereon and as many combination cards as there are groups of two numbers each, with the numbers of each group bearing an arithmetical relation which is expressed by the number on the key card, each combination card having on 'one yface thereof thel numbers of one group only, each key card also having on its rear face groups of two numbers each which are duplicates of the groups on the combination cards.

In testimony whereof, I have signed my name to this speciication.

ALICE SWING PILLANS. 

